1 DEPARTMENT OF OCCUPATIONAL THERAPY
MASTER’S OF OCCUPATIONAL THERAPY PROGRAM
STUDENT HANDBOOK
The purpose of the Student Handbook is to provide you, the student, with a reference to the policies, rules and regulations of the Department of Occupational Therapy.
You will receive a copy of the Student Handbook when you begin the MOT program. You will be expected to read it and ask questions prior to the end of the second week of Fall Semester classes. At the end of the second week, you must complete the form on the last page and give it to the Program Director.
Keep this handbook in a safe place. You may need to refer to it throughout your time in the program. It is your responsibility to be aware of the policies and abide by them. Take this with you on Level II Fieldwork.
You may also need to refer to the Shawnee State University Student Handbook and the University Catalog for additional rules, regulations and information.
2 Mission Statement
It is the mission of the Occupational Therapy Program at Shawnee State University to facilitate students to become independent, life-long learners while teaching students the fundamental skills of thinking critically, acting ethically, and communicating effectively. By accomplishing these goals, students will develop themselves as confident occupational therapy professionals who are change agents for the profession and their communities who value occupation centered evidence-based practice. Further, it is the mission of the Program to contribute to the community through continuing education, community service, and enrichment of the workforce.
Program Philosophy Statement
At the center of our beliefs is the occupational nature of humans. Meyer (1922) noted, “…it is the use that we make of ourselves that gives that ultimate stamp to our every organ” (p.5). Through engagement in occupation, humans develop their occupational identity (Kielhofner, 2001). This drive for engagement in occupations is uniquely human and is the means through which people can express who they are to themselves and others (Laliberte-Rudman, 2002). This occupational nature is the essence of being human, and provides the foundation for all of our actions in the world.
Our philosophy statement revolves around the core belief in the occupational nature of humans, and is further divided into three parts that reflect the values and beliefs that the program holds about life-long learning, occupation, and the profession of occupational therapy.
Curricular Design
The curriculum design is derived from the mission and philosophy of the Occupational Therapy Program. The philosophy statements regarding life-long learners, occupation, and the
Occupational Therapy profession are the foundational core for the entire curriculum design. Our design is driven by the content domain of the occupational nature of humans, within the physical, cultural, temporal, social, emotional, and spiritual contexts. To become successful occupational therapy practitioners, learners must develop and build the professional competencies of self-discovery, creativity, clinical reasoning, and ethical reasoning. Cultivation of skills in evidence-based practice, and the ability to be a change agent for clients and the profession complete the set of professional competencies required for practitioners in an ever-changing world.
The plan for selecting and sequencing the program content is the curriculum design. It is based on Knowles’ (1970) adult learning theory and Dewey’s (1938) inquiry based learning. Dewey’s four points of inquiry, communication, construction, and expression, provide the curriculum framework for developing life-long learners. The program recognizes that occupational therapy is a dynamic and constantly evolving profession.
3 Accreditation Statement
The SSU Occupational Therapy Program is accredited by the Accreditation Council for
Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 4720 Montgomery Lane, P.O. Box 31220, Bethesda, MD 20824-1220. AOTA’s phone number is (301) 6655-AOTA. Graduates are able to sit for the national
certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy, Inc. (NBCOT). For more information on these
limitations, you can contact NBCOT at (301) 990-7979 or email WWW.NBCOT.ORG. After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). Most states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination. NBCOT sets its own criteria for taking the exam, which may include questions on the applicant’s criminal history. A felony conviction may affect a graduate’s ability to sit for the NBCOT Certification examination or attain state licensure.
All students are required to purchase an AOTA student subscription to be used throughout their academic program coursework.
Occupational Therapy Program Full-time Faculty
Debra Scurlock, PhD., OTR/L, Professor
Director, Masters in Occupational Therapy Program (740) 351-3272 e-mail: [email protected] Christine Raber, PhD., OTR/L, Professor
(740) 351-3530 e-mail: [email protected]
Ed Kehres, PhD., OTR/L, Assistant Professor (740) 351-3473 e-mail: [email protected] Jim McPherson, PhD, FAOTA, OTR/L Professor (740) 351-3525 e-mail: [email protected]
Barbara Warnock, M.S., OTR/L, Assistant Professor, Fieldwork Coordinator (740) 351-3116 e-mail: [email protected]
Penny S. Merritt, B.I.S., A.A.S. Graduate Center Administrator (740) 351-3177
E-mail: [email protected] Krista Rase, A.A.B
Administrative Assistant I (740) 351-3169
4 Program Continuation and Completion Requirements
Academic Requirements
For a student to remain enrolled in the Occupational Therapy Program, he/she must meet the following criteria:
1. A “B” in any course with MOT prefix is expected throughout the curriculum. One C+/C will be permitted in an MOT course while in the program; student will then be placed on probation during the following semester.
2. Maintain an overall GPA of 3.00 in subsequent semesters.
If any one of these criteria is not met, the student will be dismissed from the MOT Program. Conditions for readmission to the MOT Program will be detailed by the program director at the time of dismissal. Readmission is not guaranteed and is granted at the discretion of the
department director and the department Student Affairs Committee.
Academic Requirements – Fieldwork
Fieldwork I
Students must have an overall grade point hour ratio of 3.00 to participate in Fieldwork I courses.
Fieldwork II
Students are required to have successfully completed all MOT and any other required course in the curriculum as indicated by a minimum 3.00 GPA prior to participating in Fieldwork II courses.
Fieldwork II must be completed within 12 months following completion of required MOT courses (unless extreme circumstances exist) and six weeks prior to taking the NBCOT exam. Fieldwork: No portion of Level I experience can be substituted for Level II hours.
5 Grading Scale
All MOT instructors will use the following grading scale unless otherwise noted in syllabus: A = 93 - 100 A- = 90 - 92.99 B+ = 88 - 89.99 B = 82 - 87.99 B- = 80 - 81.99 C+ = 78 - 79.99 C = 75 - 77.99 F = Below 75
Cheating - Academic Integrity
All academic and clinical (Fieldwork) work within the Occupational Therapy Program will be governed by the college policy on Code of Student Conduct as explained in the current Shawnee Student Handbook, and the MOT/OTA Student Code of Ethics found in Appendix A of this handbook. Furthermore, students will also abide by the Occupational Therapy Code of Ethics as adopted by the 2010 Representative Assembly of AOTA.
Student may appeal any penalty by following the “Guidelines for Dealing with Student
Complaints,” outlined in the Shawnee Student Handbook. Students are responsible for obtaining and reviewing any updates or changes to the OT Code of Ethics that may occur during their time in the MOT program.
FIELDWORK II
Fieldwork II – MOT 6691, 6692 and, 6693 (optional)
The MOT Program will assign each student two FWII placements. Students must prepare to live outside the Portsmouth area during the two twelve-week placements. Students who refuse their assigned placements forfeit their place in the MOT Program. Students may not have outside employment during Level II fieldwork, as all attention must be focused on MOT studies. Students will normally not be permitted to attend Level II fieldwork at the same clinical settings as their Level I fieldwork placements.
Dismissal from affiliation: In the event a student is dismissed from, elects to terminate, or receives a failing grade in Level II Fieldwork, the student receives a failing grade for the course and is dismissed from the program. If a student fails their first affiliation, the second affiliation will be canceled. Due to the complexities of providing Level II Fieldwork experiences, students should make every possible effort to successfully complete affiliations as assigned.
6 Level II Fieldwork Evaluation
Prior to the start of Fieldwork II (MOT 6691, 6692), each student will be given four copies of the Student Evaluation of Fieldwork Experience. It is the student’s responsibility to complete two copies of this evaluation prior to the last day of each Level II experience and obtain their Fieldwork supervisor’s signature. After both copies are signed, leave one copy with the
Fieldwork supervisor and mail one copy along with the fieldwork portfolio within 3 days of each fieldwork completion. Students may personally submit assignments to Academic Fieldwork Coordinator on campus, if preferred.
Failure to complete the Student Evaluation of Fieldwork Experience, obtain the supervisor’s signature and return one copy to the Academic Fieldwork Coordinator will result in a grade of “F” for the Fieldwork experience. Diplomas will not be awarded until all grades are received by the Registrar’s Office.
The Fieldwork Center should forward the signed original AOTA Fieldwork Evaluation Form with all points totaled to the Academic Fieldwork Coordinator, Department of Occupational Therapy, Shawnee State University, 940 Second Street, Portsmouth, OH 45662.
Medical Requirements
Students are required to have a current physical exam (w/CBC and urinalysis), up-to-date shot records, current TB test, First Aid, CPR Certificate, Hepatitis B vaccine, and criminal
background checks, prior to starting Fieldwork II. Some fieldwork sites require additional medical information, which will be communicated to students prior to placement. CPR and First Aid may be completed at Red Cross, or other local agencies. A copy of the certificate must be shown to the fieldwork coordinator prior to starting Fieldwork II experiences. The student must keep all of his/her medical information personally and have it ready for each fieldwork site. Medical and background information for fieldwork is the student’s responsibility.
Attendance Policy - Fieldwork
Absences - Fieldwork I - experiences.
1. When you are assigned to a Fieldwork I experience, you must notify your supervisor prior to assigned starting time if you will be tardy or absent. Failure to do this is
considered unprofessional and will result in dismissal from the Fieldwork experience and from the MOT Program.
2. All fieldwork level 1 experiences absent time MUST be made up by the student in coordination with their CI and instructor. If time cannot be made up, you will be dismissed from the Fieldwork experience and the MOT Program.
7 Absences - Fieldwork II – experiences.
1. When you are assigned to a Fieldwork II experience, you will be responsible for notifying your immediate supervisor prior to assigned starting time if you will be tardy or absent. Failure to do this will result in dismissal from all assigned Fieldwork II
experiences.
2. If you are absent more than 8 hours on any Fieldwork II experience, you must arrange to make up the time missed. If time cannot be made up, you will be dismissed from the Fieldwork with a failing grade. These 8 hours are not a personal day and should only be used in extreme circumstances. If the fieldwork center does not feel the reason for
absence is appropriate or otherwise deems it necessary, all time missed must be made up. 3. If you are dismissed from a Fieldwork II placement due to failure to report an
absence, missing more than 8 hours, or inability to make-up missed time, you will be dismissed from the MOT Program. Students may appeal dismissal using the process described in the Catalog.
4. Problems with transportation are unexcused absences/tardiness. It is the student’s responsibility to resolve these problems.
Probationary Policy
Students in the Master of Occupational Therapy Program are expected to maintain the highest standards of professionalism in their performance and their attitudes while in the classroom, laboratories, and/or clinical affiliates.
Professionalism includes behavior, appearance, and attitude. It is the goal of the MOT program at SSU to facilitate the development of a high degree of professionalism in all students.
Furthermore, it is the belief of the faculty that the classroom represents a microcosm of the clinical setting. For this reason, all student behaviors are considered potential professional behaviors. While debate and differing opinions are encouraged, students are expected to
communicate with all faculty and fellow class members in a respectful, tolerant, and considerate manner. This includes verbal, written, and e-mail communications. Cell phones MUST be turned off or silenced during all class sessions; furthermore, NO texting is allowed during class or lab time. Lap top computers and other electronic devices may be used in class for note taking with permission of the instructor. Internet activities must be related to course assignments and may only occur at faculty approved times during classes. Checking or using social media sites (Facebook, Instagram, Twitter) or non-class related e-mail are NOT approved internet activities during class, and may result in loss of privilege to use electronic devices during class.
Students are encouraged to resolve conflicts directly with peers and/or faculty, and to use appropriate chain of command (outlined below) when conflict resolution is not satisfactory. Course Instructor > Program Director > Department Chair >Dean > Provost
8 Students may also be placed on “Professional Probation” for behaviors that conflict with those standards established in the Student Code of Ethics, as detailed in Appendix A of the MOT Student Handbook. Incidents will be addressed on an individual basis based upon the severity of the behavior. “Severity,” will be determined by the SSU Master’s Department of Occupational Therapy Student Affairs Committee in conjunction with the involved parties. The Committee will determine the nature of disciplinary action and will assist, if deemed necessary, in
developing an improvement plan. Should the student fail to show satisfactory improvement, as outlined in the improvement plan, the student will be dismissed from the MOT program. Probationary status will remain in effect for the duration of the student's participation in the MOT Program.
Disciplinary Policy
In order to aid in developing professional attitudes and behaviors, the following policy has been established to deal with discipline problems within the Master’s in Occupational Therapy program:
Category I Offenses: Any student committing any of the following acts will be subject to immediate dismissal from the program.
1. Attendance on University or Clinical properties while under the influence or while in possession of any mind altering substances (alcohol, non-prescription drugs, etc.).
2. Verbal or physical acts of aggression against another person while on University or Clinical properties.
3. Deliberate destruction or damage to university, clinical, student or faculty property. 4. Theft of university, clinical, student, or faculty property.
5. Deliberate falsification of any Program, clinical, or patient documentation or record by either omission or addition.
6. Plagiarism (to steal another’s ideas or words and to pass them off as your own) or cheating on any type of program evaluation.
7. Any type of inappropriate Facebook behavior (or other social media) that crosses the line of confidentiality in their class, fieldwork, research, and other confidential areas.
Category II Offenses: Any student committing any of the following acts will be subject to the following disciplinary procedures:
First Offense: Probation (To be in effect for the duration of the program).
Second Offense: Dismissal from the program (This offense may be from either Category I or Category II).
1. Causing damage to university, clinical, patient, student, or faculty property through negligence.
2. Causing injury or potential harm to a patient, student, or faculty member through negligence. 3. Inappropriate use of social media which results in potential or actual harm to any patient, student, faculty, or clinician.
3. Insubordination or refusal to obey an order relating to hospital function or patient care; except where the student is not qualified to perform a task; or, proper supervision is lacking.
9 5. Misuse/abuse of copier and /or computer privileges result in the student’s loss of his/her copier privileges.
6. Misuse/abuse of any program materials, including but not limited to, assessments, testing equipment, adaptive equipment, and/or supplies found in OT lab. Failure to follow stated procedures for signing out equipment and supplies.
Dismissal Policy
A student may be dismissed from the MOT program by the Director for any of the following reasons:
1). Inability of the student to maintain a grade point average of 3.000 or greater. 2) Excessive absence and/or tardiness for lecture, laboratory, and/or clinical course. 3) Deficiencies as described in the “Professional Probation Policy” of this handbook.
4) Plagiarism (to steal another’s ideas or words and to pass them off as your own) or cheating on any type of program evaluation.
5) Falsification of patient or therapeutic records.
6) Appearing in classes or clinical experiences while under the influence of mind-altering substances.
7) Patient abuse of any type (i.e. physical, verbal or mental) 8) Theft of University, hospital, or patient property.
9) Inappropriate use of Facebook or other social media concerning SSU’s Occupational Therapy Program.
Appeal of Program Dismissal
Any student desiring to appeal dismissal from this program should follow the “Guidelines for Appealing a Dismissal from a Health Science Program” as outlined in the University catalog (via SSU website). That process is as follows:
1. Within three (3) working days following a student’s notification of dismissal from a Health Science program, the student must request in writing a meeting with the program director to appeal the dismissal decision. The student shall be notified of the results of this appeal within two (2) working days following the meeting. If the student is not satisfied with the decision, he/she may request (in writing) within three working days a second appeal hearing as described below.
2. Upon the student’s written request for the next level of appeal, the program director shall arrange a joint meeting with the student, the program director (or his/her designee), the Chair, Dept. of Rehabilitation and Sport Professions (or his/her designee), the Dean of The College of Professional Studies (or his/her designee), and the Provost (or his/her designee). The student shall be notified of the results of this appeal hearing within two (2) working days following the meeting.
10 Criteria to be used in ruling on a student’s dismissal appeal include the student’s past
academic achievement, the student’s rationale for current grade status, and the prediction of future performance in the program.
Dismissal from this program is not the same as dismissal from the University. University dismissal policies are outlined in the Shawnee State University Catalog section on academics.
Readmission Policy
Any student who is dismissed from the Master’s in Occupational Therapy Program or elects to withdraw for personal reasons may apply for readmission. Because of the limited class space, students may only be considered for readmission if space is available in the current class.
Procedures for requesting readmission are as follows:
1. A formal written request for readmission must be submitted to the program director of the Master’s in Occupational Therapy Program.
2. All requests for readmission will be presented to the Admissions Committee for review and action.
3. Applicants requesting readmission will be considered for readmission based on a review of the applicant’s folder and space availability.
4. The applicant will be notified in writing of the Admission Committee’s decision. Specific recommendations and/or requirements based on the student’s transcript evaluation and the time lapse involved since the student’s last enrollment will be communicated in writing by the program director at the recommendation of the Admission’s Committee.
For those students who are out of sequence and are requesting readmission to the program, testing for MOT courses which were completed more than one year (12 months) from the scheduled date of entry into the Master’s in Occupational Therapy Program is required. Readmission testing must be taken as scheduled by the Student Affairs Committee in
11 MOT PROGRAM HONOR CODE:
I pledge to conduct myself with honest and integrity in meeting all academic and professional requirements in the MOT program at Shawnee State University.
I agree to report any, observed or suspicious, acts of academic or professional misconduct, including but not limited:
Plagiarism Cheating Lying Stealing
Falsifying documents
Abuse of equipment and supplies.
Facilitating other’s engagement in any of the above. Confidentiality abuse through social media
Furthermore, I will abide by the profession’s Standards of Practice and Code of Ethics. Course Policies and Practices:
1. Attendance is expected for all class sessions and service learning sessions. Tardiness will affect participation grade. Students may be awarded 0-10 points for participation in a course session if the designated faculty member has it in their syllabus. Please seek feedback about participation grade with instructor at any time during the semester; remember, asking for feedback and participating in supervision is part of your professional development. Students are expected to be prepared to participate in all sessions; therefore, it is essential that assigned readings are completed as scheduled. Absences must be reported to the instructor by the student PRIOR to the time they will occur. This is especially important for ALL visits at service learning sessions, and students are required to contact the Instructor AND facility staff as appropriate to the session which will be missed. Instructor will
determine the status (excused or unexcused) of the absence after discussion with the student. Any unexcused, undocumented absence on the day of any quiz, assignment, or exam will result in no points for the assigned work. Students must MAKE UP missed time at service learning setting in order to ensure that minimum hours are achieved. All assignments are due at the beginning of class. NO credit will be given for late assignments unless other
arrangements have been made with the instructor PRIOR to the due date.
2. Use current APA style to cite references used in any assignment. Be discerning about all materials used for referencing; professional literature and resources are expected to be used, unless otherwise specified on the assignment. Plagiarism will not be tolerated; please refer to program handbook for policy addressing Academic Misconduct.
12 instructor will not be signing equipment, etc. in or out of the storage room for student use. Be sure to plan ahead!
4. Presentations may be graded using the MOT Presentation Rubric, and be provided to students at the beginning of semesters if the designated faculty member uses the rubric for his/her class.
5. Professionalism includes behavior, appearance, and attitude. It is the goal of the MOT program at SSU to facilitate the development of a high degree of professionalism in all students. Furthermore, it is the belief of the faculty that the classroom represents a microcosm of the clinical setting. For this reason, all student behaviors are considered potential professional behaviors. While debate and differing opinions are encouraged, students are expected to communicate with all faculty and fellow class members in a respectful, tolerant, and considerate manner. This includes verbal, written, and e-mail communications. Cell phones MUST be turned off or silenced during all class sessions; furthermore, NO texting is allowed during class or lab time. Lap top computers and other electronic devices may be used in class for note taking with permission of the instructor. Internet activities must be related to course assignments and may only occur at faculty approved times during classes. Checking or using social media sites (Facebook, Instagram, Twitter) or non-class related e-mail are NOT approved internet activities during class, and may result in loss of privilege to use electronic devices during class.
6. Use appropriate chain of command (outlined below) to address any course or program concerns or issues. Refer to current SSU Catalog and Student Handbook for Policy on Academic Appeals.
Course Instructor > Program Director > Department Chair > Dean > Provost
7. It is a privilege to participate in learning activities that involve clients. When assigned to a clinical facility, it is important to respect the privacy of the patients, clients, students, staff, or residents. At no time should you discuss any patient, client, student, or resident with anyone outside of the facility, except in the context of planning with appropriate others (i.e.,
13 Dress Code
During ALL clinical and community-learning activities, students are to wear the following:
a. Hunter green, navy blue, or white polo shirt (must have a collar and buttoned placket, long or short sleeved, but not sleeveless); may have SSU Occupational
Therapy embroidered logo. Shirts may be pique or jersey knit type, with banded or hemmed sleeves. NO other types of shirts may be worn. If more warmth is needed, a long sleeved, solid color (hunter green or navy blue) cardigan type sweater, with buttons) may be permitted. Long-sleeve T-shirts or similar knit shirts are NOT to be worn under polo shirts; if a tank or camisole is worn, it must be of the same colors allowed for polo shirts (hunter green, navy blue, or white). If shirts are not tucked in, no skin should be exposed when doing typical movements expected in the clinic (i.e., reaching, bending, lifting).
b. Tan or navy Khaki-type twill pants: pleated or unpleated; neatly hemmed or cuffed. No cargo type pants, unhemmed pant legs, or tan/blue denim or corduroy type material permitted. If a belt is worn, the belt must be a solid color (leather, or hunter green, or navy blue fabric), clean, neat, without excess trim and without large (more than 2” diameter) belt buckles.
c. White, black, brown, hunter green or navy blue socks or stockings only. Socks or hosiery MUST be worn at all times; no bare legs allowed at any time.
d. Shoes must be oxford or loafer type (tie style), closed heel and closed toe, with FLAT NONSKID soles; sole and/or heel height may not exceed 1” (no platform type soles or heels of any type). Athletic shoes/sneakers permitted as long as they are clean, have no excess trim or color, and are not high tops.
e. Lab coats or scrubs; if requested at a Fieldwork site, lab coats should be short (fingertip length) and have a button front, or conform to requirements of the site. Scrubs should also conform to site requirements; cotton/polyester blends are preferred for ease of care and wash ability.
f. Name tag MUST be worn at all times on the left chest of shirt (or lab jacket). The program provides the first name tag. Replacements must be ordered through the program secretary BEFORE a Fieldwork assignment begins, or as soon as possible if lost.
g. Grooming: During all Fieldwork experiences:
- Hair must be neatly styled. If longer than shoulder length, hair must be tied back (male and female).
- Nails must be neat, and trimmed short. Nail biting will not be tolerated.
14 - Tattoos must be fully covered by clothing. No other body piercing or jewelry which is
visible to the patient may be worn.
- Never wear cologne, perfume, or after shave; many patients and staff may be sensitive to strong smells. Good personal hygiene is expected.
- Makeup (including nail polish) must be in neutral colors and understated in application.
- All clothing must be clean, pressed and fit appropriately.
- While a strict dress code is not required in classroom sessions, students should maintain a neat, clean appearance that is not distracting to the learning process. Other dress requirements will be outlined for specific courses (e.g., sleeveless tops for palpation activities, clothing for messy activities, etc). If shirts are not tucked in, no skin should be exposed when doing typical movements expected in the clinic (i.e., reaching, bending, lifting).
15
Shawnee State University MOT Curriculum
Semester Number Credits Course Title
Fall I MOT 5550 3 Occupational Nature of Humans Across the Lifespan*
MOT 5555 3 Theories of Occupation*
MOT 5560 3 Participation in Occupations: Therapeutic Process
MOT 5565 3 Analysis of Human Movement
MOT 6601 3 Research Concepts in Health Services*
Total 15
Spring I MOT 5570 3 Systems, Issues, Trends*
MOT 5575 3 Health Conditions in Occupational Performance MOT 5580 3 Biopsychosocial Core of Occupation Therapy Practice*
MOT 5585 3 Occupational Therapy Process Through the Lifespan*
MOT 5590 2 OT and Technology MOT 6601 2 Research Seminar 1*
Total 16
Fall II MOT 6650 3 Evaluation and Intervention – Early Childhood Adolescence
MOT 6651 3 Evaluation and Intervention – Early and Middle Adulthood
MOT 6660 3 Community Based Practicum MOT 6670 3 Leadership and Advocacy* MOT 6603 1 Research Seminar 2* MOT 6600 2 Orthotics
Total 15
Spring II MOT 6652 3 Evaluation and Intervention – Older Adults MOT 6671 3 Program Development
MOT 6680 3 Evidence-Based Practice MOT 6690 3 OT Practice Capstone
MOT 6604 1 Research Seminar 3*
Total 13
Summer II MOT 6691 9 Fieldwork Level II
Total 9
Fall III MOT 6692 9 Fieldwork Level II
Total 9
Total hours required 77
Elective MOT 6693 3-9 Fieldwork Level II (Optional)
16
2011 Accreditation Council for Occupational Therapy Education (ACOTE®)
Standards and Interpretive Guide (Effective July 31, 2013)
December 2012 Interpretive Guide Version STANDARD
NUMBER ACCREDITATION STANDARDS FOR A MASTER’S-DEGREE-LEVEL EDUCATIONAL PROGRAM FOR THE OCCUPATIONAL THERAPIST PREAMBLE
The rapidly changing and dynamic nature of contemporary health and human services delivery systems requires the occupational therapist to possess basic skills as a direct care provider, consultant, educator, manager, researcher, and advocate for the profession and the consumer.
A graduate from an ACOTE-accredited master’s-degree-level occupational therapy program must
Have acquired, as a foundation for professional study, a breadth and depth of knowledge in the liberal arts and sciences and an understanding of issues related to diversity.
Be educated as a generalist with a broad exposure to the delivery models and systems used in settings where occupational therapy is currently practiced and where it is emerging as a service.
Have achieved entry-level competence through a combination of academic and fieldwork education.
Be prepared to articulate and apply occupational therapy theory and
evidence-based evaluations and interventions to achieve expected outcomes as related to occupation.
Be prepared to articulate and apply therapeutic use of occupations with individuals or groups for the purpose of participation in roles and situations in home, school, workplace, community, and other settings.
Be able to plan and apply occupational therapy interventions to address the physical, cognitive, psychosocial, sensory, and other aspects of performance in a variety of contexts and environments to support engagement in everyday life activities that affect health, well-being, and quality of life.
Be prepared to be a lifelong learner and keep current with evidence-based professional practice.
Uphold the ethical standards, values, and attitudes of the occupational therapy profession.
Understand the distinct roles and responsibilities of the occupational therapist and occupational therapy assistant in the supervisory process. Be prepared to effectively communicate and work interprofessionally with
those who provide care for individuals and/or populations in order to clarify each member’s responsibility in executing components of an intervention plan.
Be prepared to advocate as a professional for the occupational therapy services offered and for the recipients of those services.
17 bases that support practice and contribute to the growth and dissemination of research and knowledge.
FOR ALL STANDARDS LISTED BELOW, IF ONE COMPONENT OF THE STANDARD IS NONCOMPLIANT, THE ENTIRE STANDARD WILL BE CITED. THE PROGRAM MUST DEMONSTRATE COMPLIANCE WITH ALL COMPONENTS OF THE STANDARD IN ORDER FOR THE AREA OF NONCOMPLIANCE TO BE REMOVED.
STANDARD NUMBER
ACCREDITATION STANDARDS FOR A MASTER’S-DEGREE-LEVEL EDUCATIONAL PROGRAM FOR THE OCCUPATIONAL THERAPIST SECTION A: GENERAL REQUIREMENTS
A.1.0. SPONSORSHIP AND ACCREDITATION
A.1.1. The sponsoring institution(s) and affiliates, if any, must be accredited by the recognized regional accrediting authority. For programs in countries other than the United States, ACOTE will determine an alternative and equivalent external review process.
A.1.2. Sponsoring institution(s) must be authorized under applicable law or other acceptable authority to provide a program of postsecondary education and have appropriate degree-granting authority.
A.1.3. Accredited occupational therapy educational programs may be established only in senior colleges, universities, or medical schools.
A.1.4. The sponsoring institution(s) must assume primary responsibility for
appointment of faculty, admission of students, and curriculum planning at all locations where the program is offered. This would include course content, satisfactory completion of the educational program, and granting of the degree. The sponsoring institution(s) must also be responsible for the coordination of classroom teaching and supervised fieldwork practice and for providing assurance that the practice activities assigned to students in a fieldwork setting are appropriate to the program.
THE DEGREES MOST COMMONLY CONFERRED ARE THE MASTER OF OCCUPATIONAL THERAPY (MOT), MASTER OF SCIENCE IN
OCCUPATIONAL THERAPY (MSOT), AND MASTER OF SCIENCE (MS). PROGRAMS OFFERING COMBINED BACCALAUREATE/MASTER’S (BS/MS OR BS/MOT) DEGREES ARE STRONGLY ENCOURAGED TO AVOID USING “BACCALAUREATE IN OCCUPATIONAL THERAPY” AS THE
BACCALAUREATE PORTION OF THE DEGREE NAME TO AVOID
CONFUSING THE PUBLIC. DEGREE NAMES FOR THE BACCALAUREATE PORTION OF THE PROGRAM MOST COMMONLY USED ARE
“BACCALAUREATE IN HEALTH SCIENCES,” “BACCALAUREATE IN ALLIED HEALTH,” “BACCALAUREATE IN OCCUPATIONAL SCIENCE,” AND “BACCALAUREATE IN HEALTH STUDIES.”
A.1.5. The program must
18 Inform ACOTE within 30 days of the date of notification of any adverse
accreditation action taken to change the sponsoring institution’s accreditation status to probation or withdrawal of accreditation.
Notify and receive ACOTE approval for any significant program changes prior to the admission of students into the new/changed program.
Inform ACOTE within 30 days of the resignation of the program director or appointment of a new or interim program director.
Pay accreditation fees within 90 days of the invoice date.
Submit a Report of Self-Study and other required reports (e.g., Interim Report, Plan of Correction, Progress Report) within the period of time designated by ACOTE. All reports must be complete and contain all requested information.
Agree to a site visit date before the end of the period for which accreditation was previously awarded.
Demonstrate honesty and integrity in all interactions with ACOTE.
THE INSTITUTION AND THE ACCREDITED PROGRAM WILL BE ADVISED THAT THE PROGRAM IS ON ADMINISTRATIVE PROBATIONARY
ACCREDITATION WHEN THE PROGRAM DOES NOT COMPLY WITH ONE OR MORE OF THE ABOVE ADMINISTRATIVE REQUIREMENTS FOR
MAINTAINING ACCREDITATION. THE POLICIES AND PROCEDURES FOR ADMINISTRATIVE PROBATIONARY ACCREDITATION ARE DETAILED IN ACOTE POLICY IV.C., “CLASSIFICATION OF ACCREDITATION
CATEGORIES.”
THE PROGRAM IS ALSO RESPONSIBLE FOR COMPLYING WITH THE CURRENT REQUIREMENTS OF ALL ACOTE POLICIES, INCLUDING THE REQUIREMENT FOR THE PROGRAM TO SUBMIT A LETTER OF INTENT TO SEEK ACCREDITATION FOR AN ADDITIONAL LOCATION AT LEAST 12 MONTHS PRIOR TO THE PLANNED ADMISSION OF STUDENTS INTO THAT ADDITIONAL LOCATION.
A.2.0. ACADEMIC RESOURCES
A.2.1. The program must identify an individual as the program director who is assigned to the occupational therapy educational program on a full-time basis. The
director may be assigned other institutional duties that do not interfere with the management and administration of the program. The institution must document that the program director has sufficient release time to ensure that the needs of the program are being met.
THE STANDARD DOES NOT ALLOW THE APPOINTMENT OF CO-DIRECTORS.
A.2.2. The program director must be an initially certified occupational therapist who is licensed or otherwise regulated according to regulations in the state(s) or
jurisdiction(s) in which the program is located. The program director must hold a doctoral degree awarded by an institution that is accredited by a regional
accrediting body recognized by the U.S. Department of Education (USDE). The doctoral degree is not limited to a doctorate in occupational therapy.
19 FROM AN INSTITUTION THAT WAS NOT REGIONALLY ACCREDITED IS CONSIDERED ACCEPTABLE TO MEET THIS STANDARD.
FOR DEGREES FROM INSTITUTIONS IN COUNTRIES OTHER THAN THE UNITED STATES, ACOTE WILL DETERMINE AN ALTERNATIVE AND EQUIVALENT EXTERNAL REVIEW PROCESS.
A.2.3. The program director must have a minimum of 8 years of documented
experience in the field of occupational therapy. This experience must include Clinical practice as an occupational therapist;
Administrative experience including, but not limited to, program planning and implementation, personnel management, evaluation, and budgeting; Scholarship (e.g., scholarship of application, scholarship of teaching and
learning); and
At least 3 years of experience in a full-time academic appointment with teaching responsibilities at the postsecondary level.
A.2.4. The program director must be responsible for the management and administration of the program, including planning, evaluation, budgeting, selection of faculty and staff, maintenance of accreditation, and commitment to strategies for professional development.
A.2.5. (No related Standard)
A.2.6. The program director and faculty must possess the academic and experiential qualifications and backgrounds (identified in documented descriptions of roles and responsibilities) that are necessary to meet program objectives and the mission of the institution.
A.2.7. The program must identify an individual for the role of academic fieldwork coordinator who is specifically responsible for the program’s compliance with the fieldwork requirements of Standards Section C.1.0 and is assigned to the occupational therapy educational program as a full-time faculty member as defined by ACOTE. The academic fieldwork coordinator may be assigned other institutional duties that do not interfere with the management and administration of the fieldwork program. The institution must document that the academic fieldwork coordinator has sufficient release time to ensure that the needs of the fieldwork program are being met.
This individual must be a licensed or otherwise regulated occupational therapist. Coordinators must hold a minimum of a master’s degree awarded by an
institution that is accredited by a USDE-recognized regional accrediting body. A MASTER’S DEGREE THAT WAS AWARDED PRIOR TO JULY 1, 2013, FROM AN INSTITUTION THAT WAS NOT REGIONALLY ACCREDITED IS CONSIDERED ACCEPTABLE TO MEET THIS STANDARD.
FOR DEGREES FROM INSTITUTIONS IN COUNTRIES OTHER THAN THE UNITED STATES, ACOTE WILL DETERMINE AN ALTERNATIVE AND EQUIVALENT EXTERNAL REVIEW PROCESS
A.2.8. Core faculty who are occupational therapists or occupational therapy assistants must be currently licensed or otherwise regulated according to regulations in the state or jurisdiction in which the program is located.
20 licensed or otherwise regulated according to regulations in the state or
jurisdiction in which the additional location is located. A.2.9. (No related Standard)
A.2.10. The majority of full-time faculty who are occupational therapists or occupational therapy assistants must hold a doctoral degree. All full-time faculty must hold a minimum of a master’s degree. All degrees must be awarded by an institution that is accredited by a USDE-recognized regional accrediting body. The degrees are not limited to occupational therapy.
For an even number of full-time faculty, at least half must hold doctorates. The program director is counted as a faculty member.
A DOCTORAL OR MASTER’S DEGREE THAT WAS AWARDED PRIOR TO JULY 1, 2013, FROM AN INSTITUTION THAT WAS NOT REGIONALLY ACCREDITED IS CONSIDERED ACCEPTABLE TO MEET THIS STANDARD. FOR DEGREES FROM INSTITUTIONS IN COUNTRIES OTHER THAN THE UNITED STATES, ACOTE WILL DETERMINE AN ALTERNATIVE AND EQUIVALENT EXTERNAL REVIEW PROCESS.
A.2.11. The faculty must have documented expertise in their area(s) of teaching responsibility and knowledge of the content delivery method (e.g., distance learning).
EVIDENCE OF EXPERTISE IN TEACHING ASSIGNMENTS MIGHT INCLUDE DOCUMENTATION OF RECENT CONTINUING EDUCATION, RELEVANT EXPERIENCE, FACULTY DEVELOPMENT PLAN REFLECTING ACQUISITION OF NEW CONTENT, INCORPORATION OF FEEDBACK FROM COURSE EVALUATIONS, AND OTHER SOURCES.
A.2.12. For programs with additional accredited location(s), the program must identify a faculty member who is an occupational therapist as site coordinator at each location who is responsible for ensuring uniform implementation of the program and ongoing communication with the program director.
A.2.13. The occupational therapy faculty at each accredited location where the program is offered must be sufficient in number and must possess the expertise necessary to ensure appropriate curriculum design, content delivery, and program
evaluation. The faculty must include individuals competent to ensure delivery of the broad scope of occupational therapy practice. Multiple adjuncts, part-time faculty, or full-time faculty may be configured to meet this goal. Each accredited additional location must have at least one full-time equivalent (FTE) faculty member.
A.2.14. Faculty responsibilities must be consistent with and supportive of the mission of the institution.
A.2.15. The faculty–student ratio must permit the achievement of the purpose and stated objectives for laboratory and lecture courses, be compatible with accepted practices of the institution for similar programs, and ensure student and consumer safety.
21 A.2.17. The program must be allocated a budget of regular institutional funds, not
including grants, gifts, and other restricted sources, sufficient to implement and maintain the objectives of the program and to fulfill the program’s obligation to matriculated and entering students.
A.2.18. Classrooms and laboratories must be provided that are consistent with the program’s educational objectives, teaching methods, number of students, and safety and health standards of the institution, and they must allow for efficient operation of the program.
A.2.19. If the program offers distance education, it must include
A process through which the program establishes that the student who registers in a distance education course or program is the same student who participates in and completes the program and receives academic credit, Technology and resources that are adequate to support a distance-learning
environment, and
A process to ensure that faculty are adequately trained and skilled to use distance education methodologies.
A.2.20. Laboratory space provided by the institution must be assigned to the occupational therapy program on a priority basis. If laboratory space for occupational therapy lab classes is provided by another institution or agency, there must be a written and signed agreement to ensure assignment of space for program use.
A.2.21. Adequate space must be provided to store and secure equipment and supplies. A.2.22. The program director and faculty must have office space consistent with
institutional practice.
A.2.23. Adequate space must be provided for the private advising of students. A.2.24. Appropriate and sufficient equipment and supplies must be provided by the
institution for student use and for the didactic and supervised fieldwork components of the curriculum.
A.2.25. Students must be given access to and have the opportunity to use the evaluative and treatment methodologies that reflect both current practice and practice in the geographic area served by the program.
A.2.26. Students must have ready access to a supply of current and relevant books, journals, periodicals, computers, software, and other reference materials needed to meet the requirements of the curriculum. This may include, but is not limited to, libraries, online services, interlibrary loan, and resource centers.
A.2.27. Instructional aids and technology must be available in sufficient quantity and quality to be consistent with the program objectives and teaching methods. A.3.0. STUDENTS
A.3.1. Admission of students to the occupational therapy program must be made in accordance with the practices of the institution. There must be stated admission criteria that are clearly defined and published and reflective of the demands of the program.
A.3.2. (No related Standard)
A.3.3. Policies pertaining to standards for admission, advanced placement, transfer of credit, credit for experiential learning (if applicable), and prerequisite
22 prospective students and the public.
A.3.4. Programs must document implementation of a mechanism to ensure that students receiving credit for previous courses and/or work experience have met the content requirements of the appropriate master’s Standards.
A.3.5. Criteria for successful completion of each segment of the educational program and for graduation must be given in advance to each student.
A.3.6. Evaluation content and methods must be consistent with the curriculum design, objectives, and competencies of the didactic and fieldwork components of the program.
A.3.7. Evaluation must be conducted on a regular basis to provide students and
program officials with timely indications of the students’ progress and academic standing.
A.3.8. Students must be informed of and have access to the student support services that are provided to other students in the institution.
A.3.9. Advising related to professional coursework and fieldwork education must be the responsibility of the occupational therapy faculty.
A.4.0. OPERATIONAL POLICIES
A.4.1. All program publications and advertising—including, but not limited to,
academic calendars, announcements, catalogs, handbooks, and Web sites—must accurately reflect the program offered.
A.4.2. Accurate and current information regarding student and program outcomes must be readily available to the public on the program’s Web page. At a minimum, the following data must be reported for the previous 3 years:
Total number of program graduates Graduation rates.
The program must provide the direct link to the National Board for Certification in Occupational Therapy (NBCOT) program data results on the program’s home page.
A.4.3. The program’s accreditation status and the name, address, and telephone number of ACOTE must be published in all of the following materials used by the institution: catalog, Web site, and program-related brochures or flyers available to prospective students. A link to www.acoteonline.org must be provided on the program’s home page.
SAMPLE WORDING: “THE OCCUPATIONAL THERAPY/OCCUPATIONAL THERAPY ASSISTANT PROGRAM IS ACCREDITED BY THE
ACCREDITATION COUNCIL FOR OCCUPATIONAL THERAPY
EDUCATION (ACOTE) OF THE AMERICAN OCCUPATIONAL THERAPY ASSOCIATION (AOTA), LOCATED AT 4720 MONTGOMERY LANE, SUITE 200, BETHESDA, MD 20814-3449. ACOTE’S TELEPHONE NUMBER, C/O AOTA, IS (301) 652-AOTA AND ITS WEB ADDRESS IS
WWW.ACOTEONLINE.ORG.”
A.4.4. All practices within the institution related to faculty, staff, applicants, and students must be nondiscriminatory.
A.4.5. Graduation requirements, tuition, and fees must be accurately stated, published, and made known to all applicants. When published fees are subject to change, a statement to that effect must be included.
23 and procedure for processing student and faculty grievances.
A.4.7. Policies and procedures for handling complaints against the program must be published and made known. The program must maintain a record of student complaints that includes the nature and disposition of each complaint.
A.4.8. Policies and processes for student withdrawal and for refunds of tuition and fees must be published and made known to all applicants.
A.4.9. Policies and procedures for student probation, suspension, and dismissal must be published and made known.
A.4.10. Policies and procedures for human-subject research protocol must be published and made known.
A.4.11. Programs must make available to students written policies and procedures regarding appropriate use of equipment and supplies and for all educational activities that have implications for the health and safety of clients, students, and faculty (including infection control and evacuation procedures).
A.4.12. A program admitting students on the basis of ability to benefit (defined by the USDE as admitting students who do not have either a high school diploma or its equivalent) must publicize its objectives, assessment measures, and means of evaluating the student’s ability to benefit.
A.4.13. Documentation of all progression, retention, graduation, certification, and credentialing requirements must be published and made known to applicants. A statement on the program’s Web site about the potential impact of a felony conviction on a graduate’s eligibility for certification and credentialing must be provided.
SAMPLE WORDING: “GRADUATES OF THE PROGRAM WILL BE
ELIGIBLE TO SIT FOR THE NATIONAL CERTIFICATION EXAMINATION FOR THE OCCUPATIONAL THERAPIST, ADMINISTERED BY THE
NATIONAL BOARD FOR CERTIFICATION IN OCCUPATIONAL THERAPY (NBCOT). AFTER SUCCESSFUL COMPLETION OF THIS EXAM, THE GRADUATE WILL BE AN OCCUPATIONAL THERAPIST, REGISTERED (OTR). IN ADDITION, MOST STATES REQUIRE LICENSURE TO PRACTICE; HOWEVER, STATE LICENSES ARE USUALLY BASED ON THE RESULTS OF THE NBCOT CERTIFICATION EXAMINATION. A FELONY CONVICTION MAY AFFECT A GRADUATE’S ABILITY TO SIT FOR THE NBCOT
CERTIFICATION EXAMINATION OR ATTAIN STATE LICENSURE.” A.4.14. The program must have a documented and published policy to ensure that
students complete all graduation and fieldwork requirements in a timely manner. This policy must include a statement that all Level II fieldwork must be
completed within a time frame established by the program.
SAMPLE WORDING: “STUDENTS MUST COMPLETE ALL LEVEL II
FIELDWORK WITHIN [XX] MONTHS FOLLOWING COMPLETION OF THE DIDACTIC PORTION OF THE PROGRAM.”
A.4.15. Records regarding student admission, enrollment, fieldwork, and achievement must be maintained and kept in a secure setting. Grades and credits for courses must be recorded on students’ transcripts and permanently maintained by the sponsoring institution.
24 For programs that are offered at more than one location, the program’s strategic plan, evaluation plan, and results of ongoing evaluation must address each program location as a component of the overall plan.
A.5.1. The program must document a current strategic plan that articulates the program’s future vision and guides the program development (e.g., faculty recruitment and professional growth, scholarship, changes in the curriculum design, priorities in academic resources, procurement of fieldwork sites). A program strategic plan must be for a minimum of a 3-year period and include, but need not be limited to,
Evidence that the plan is based on program evaluation and an analysis of external and internal environments.
Long-term goals that address the vision and mission of both the institution and the program, as well as specific needs of the program.
Specific measurable action steps with expected timelines by which the program will reach its long-term goals.
Person(s) responsible for action steps.
Evidence of periodic updating of action steps and long-term goals as they are met or as circumstances change.
A.5.2. The program director and each faculty member who teaches two or more courses must have a current written professional growth and development plan. Each plan must contain the signature of the faculty member and supervisor. At a minimum, the plan must include, but need not be limited to,
Goals to enhance the faculty member’s ability to fulfill designated responsibilities (e.g., goals related to currency in areas of teaching responsibility, teaching effectiveness, research, scholarly activity). Specific measurable action steps with expected timelines by which the
faculty member will achieve the goals.
Evidence of annual updates of action steps and goals as they are met or as circumstances change.
Identification of the ways in which the faculty member’s professional development plan will contribute to attaining the program’s strategic goals. THE PLAN SHOULD REFLECT THE INDIVIDUAL FACULTY MEMBER’S DESIGNATED RESPONSIBILITIES (E.G., EVERY PLAN DOES NOT NEED TO INCLUDE SCHOLARLY ACTIVITY IF THIS IS NOT PART OF THE FACULTY MEMBER’S RESPONSIBILITIES. SIMILARLY, IF THE FACULTY MEMBER’S PRIMARY ROLE IS RESEARCH, HE OR SHE MAY NOT NEED A GOAL RELATED TO TEACHING EFFECTIVENESS).
A.5.3. Programs must routinely secure and document sufficient qualitative and quantitative information to allow for meaningful analysis about the extent to which the program is meeting its stated goals and objectives. This must include, but need not be limited to,
Faculty effectiveness in their assigned teaching responsibilities. Students’ progression through the program.
25 Fieldwork performance evaluation.
Student evaluation of fieldwork experience. Student satisfaction with the program.
Graduates’ performance on the NBCOT certification exam.
Graduates’ job placement and performance as determined by employer satisfaction.
A.5.4. Programs must routinely and systematically analyze data to determine the extent to which the program is meeting its stated goals and objectives. An annual report summarizing analysis of data and planned action responses must be maintained. THE INTENT OF STANDARD A.5.4 IS THAT PROGRAMS PREPARE AN ANNUAL REPORT THAT SUMMARIZES AN ANALYSIS OF DATA COLLECTED ABOUT THE EXTENT TO WHICH THE PROGRAM IS MEETING ITS STATED GOALS AND OBJECTIVES AS REQUIRED BY STANDARD A.5.3 (E.G., FACULTY EFFECTIVENESS IN THEIR ASSIGNED TEACHING RESPONSIBILITIES; STUDENTS’ PROGRESSION THROUGH THE PROGRAM, STUDENT RETENTION RATES, FIELDWORK
PERFORMANCE EVALUATION, STUDENT EVALUATION OF FIELDWORK EXPERIENCE, STUDENT SATISFACTION WITH THE PROGRAM,
GRADUATES’ PERFORMANCE ON THE NBCOT CERTIFICATION EXAM, GRADUATES’ JOB PLACEMENT, AND PERFORMANCE AS DETERMINED BY EMPLOYER SATISFACTION).
A.5.5. The results of ongoing evaluation must be appropriately reflected in the program’s strategic plan, curriculum, and other dimensions of the program. A.5.6. The average pass rate over the 3 most recent calendar years for graduates
attempting the national certification exam within 12 months of graduation from the program must be 80% or higher (regardless of the number of attempts). If a program has less than 25 test takers in the 3 most recent calendar years, the program may include test takers from additional years until it reaches 25 or until the 5 most recent calendar years are included in the total.
PROGRAMS THAT DID NOT HAVE CANDIDATES WHO SAT FOR THE EXAM IN EACH OF THE 3 MOST RECENT CALENDAR YEARS MUST MEET THE REQUIRED 80% PASS RATE EACH YEAR UNTIL DATA FOR 3
CALENDAR YEARS ARE AVAILABLE. A.6.0. CURRICULUM FRAMEWORK
The curriculum framework is a description of the program that includes the program’s mission, philosophy, and curriculum design.
A.6.1. The curriculum must include preparation for practice as a generalist with a broad exposure to current practice settings (e.g., school, hospital, community, long-term care) and emerging practice areas (as defined by the program). The curriculum must prepare students to work with a variety of populations
including, but not limited to, children, adolescents, adults, and elderly persons in areas of physical and mental health.
A.6.2. (No related Standard)
26 A.6.4. (No related Standard)
A.6.5. The statement of philosophy of the occupational therapy program must reflect the current published philosophy of the profession and must include a statement of the program’s fundamental beliefs about human beings and how they learn. A.6.6. The statement of the mission of the occupational therapy program must be
consistent with and supportive of the mission of the sponsoring institution. The program’s mission statement should explain the unique nature of the program and how it helps fulfill or advance the mission of the sponsoring institution, including religious missions.
A.6.7. The curriculum design must reflect the mission and philosophy of both the occupational therapy program and the institution and must provide the basis for program planning, implementation, and evaluation. The design must identify curricular threads and educational goals and describe the selection of the content, scope, and sequencing of coursework.
A.6.8. The program must have clearly documented assessment measures by which students are regularly evaluated on their acquisition of knowledge, skills, attitudes, and competencies required for graduation.
A.6.9. The program must have written syllabi for each course that include course objectives and learning activities that, in total, reflect all course content required by the Standards. Instructional methods (e.g., presentations, demonstrations, discussion) and materials used to accomplish course objectives must be documented. Programs must also demonstrate the consistency between course syllabi and the curriculum design.
STANDARD NUMBER
ACCREDITATION STANDARDS FOR A MASTER’S-DEGREE-LEVEL EDUCATIONAL PROGRAM FOR THE OCCUPATIONAL THERAPIST SECTION B: CONTENT REQUIREMENTS
The content requirements are written as expected student outcomes. Faculty are
responsible for developing learning activities and evaluation methods to document that students meet these outcomes.
B.1.0. FOUNDATIONAL CONTENT REQUIREMENTS Program content must be based on a broad foundation in the liberal arts and sciences. A strong foundation in the biological, physical, social, and behavioral sciences supports an understanding of occupation across the lifespan. If the content of the Standard is met through prerequisite coursework, the application of foundational content in sciences must also be evident in professional coursework. The student will be able to
B.1.1. Demonstrate knowledge and understanding of the structure and function of the human body to include the biological and physical sciences. Course content must include, but is not limited to, biology, anatomy, physiology, neuroscience, and kinesiology or biomechanics.
B.1.2. Demonstrate knowledge and understanding of human development throughout the lifespan (infants, children, adolescents, adults, and older adults). Course content must include, but is not limited to, developmental psychology.
27 Course content must include, but is not limited to, introductory psychology, abnormal psychology, and introductory sociology or introductory anthropology. B.1.4. Demonstrate knowledge and appreciation of the role of sociocultural,
socioeconomic, and diversity factors and lifestyle choices in contemporary society. Course content must include, but is not limited to, introductory psychology, abnormal psychology, and introductory sociology or introductory anthropology.
B.1.5. Demonstrate an understanding of the ethical and practical considerations that affect the health and wellness needs of those who are experiencing or are at risk for social injustice, occupational deprivation, and disparity in the receipt of services.
B.1.6. Demonstrate knowledge of global social issues and prevailing health and welfare needs of populations with or at risk for disabilities and chronic health conditions. B.1.7. Demonstrate the ability to use statistics to interpret tests and measurements for
the purpose of delivering evidence-based practice.
B.1.8. Demonstrate an understanding of the use of technology to support performance, participation, health and well-being. This technology may include, but is not limited to, electronic documentation systems, distance communication, virtual environments, and telehealth technology.
B.2.0. BASIC TENETS OF OCCUPATIONAL THERAPY
Coursework must facilitate development of the performance criteria listed below. The student will be able to
B.2.1. Articulate an understanding of the importance of the history and philosophical base of the profession of occupational therapy.
B.2.2. Explain the meaning and dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s) and environments, and client factors.
B.2.3. Articulate to consumers, potential employers, colleagues, third-party payers, regulatory boards, policymakers, other audiences, and the general public both the unique nature of occupation as viewed by the profession of occupational therapy and the value of occupation to support performance, participation, health, and well-being.
B.2.4. Articulate the importance of balancing areas of occupation with the achievement of health and wellness for the clients.
B.2.5. Explain the role of occupation in the promotion of health and the prevention of disease and disability for the individual, family, and society.
B.2.6. Analyze the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental health and occupational performance of the individual.
B.2.7. Demonstrate task analysis in areas of occupation, performance skills,
performance patterns, activity demands, context(s) and environments, and client factors to formulate an intervention plan.
B.2.8. Use sound judgment in regard to safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice.
28 individual, group, or population to promote physical and mental health and prevention of injury and disease considering the context (e.g., cultural, personal, temporal, virtual) and environment.
B.2.10. Use clinical reasoning to explain the rationale for and use of compensatory strategies when desired life tasks cannot be performed.
B.2.11. Analyze, synthesize, and apply models of occupational performance. B.3.0. OCCUPATIONAL THERAPY THEORETICAL PERSPECTIVES
The program must facilitate the development of the performance criteria listed below. The student will be able to
B.3.1. Apply theories that underlie the practice of occupational therapy.
B.3.2. Compare and contrast models of practice and frames of reference that are used in occupational therapy.
B.3.3. Use theories, models of practice, and frames of reference to guide and inform evaluation and intervention.
B.3.4. Analyze and discuss how occupational therapy history, occupational therapy theory, and the sociopolitical climate influence practice.
B.3.5. Apply theoretical constructs to evaluation and intervention with various types of clients in a variety of practice contexts and environments to analyze and effect meaningful occupation outcomes.
B.3.6. Discuss the process of theory development and its importance to occupational therapy.
B.4.0. SCREENING, EVALUATION, AND REFERRAL The process of
screening, evaluation, and referral as related to occupational performance and participation must be culturally relevant and based on theoretical perspectives, models of practice, frames of reference, and available evidence. In addition, this process must consider the continuum of need from individuals to populations. The program must facilitate development of the performance criteria listed below. The student will be able to B.4.1. Use standardized and nonstandardized screening and assessment tools to
determine the need for occupational therapy intervention. These tools include, but are not limited to, specified screening tools; assessments; skilled
observations; occupational histories; consultations with other professionals; and interviews with the client, family, significant others, and community.
B.4.2. Select appropriate assessment tools on the basis of client needs, contextual factors, and psychometric properties of tests. These must be culturally relevant, based on available evidence, and incorporate use of occupation in the assessment process.
29 B.4.4. Evaluate client(s)’ occupational performance in activities of daily living (ADLs),
instrumental activities of daily living (IADLs), education, work, play, rest, sleep, leisure, and social participation. Evaluation of occupational performance using standardized and nonstandardized assessment tools includes
The occupational profile, including participation in activities that are
meaningful and necessary for the client to carry out roles in home, work, and community environments.
Client factors, including values, beliefs, spirituality, body functions (e.g., neuromuscular, sensory and pain, visual, perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, nervous, genitourinary, integumentary systems).
Performance patterns (e.g., habits, routines, rituals, roles).
Context (e.g., cultural, personal, temporal, virtual) and environment (e.g., physical, social).
Performance skills, including motor and praxis skills, sensory–perceptual skills, emotional regulation skills, cognitive skills, and communication and social skills.
B.4.5. Compare and contrast the role of the occupational therapist and occupational therapy assistant in the screening and evaluation process along with the
importance of and rationale for supervision and collaborative work between the occupational therapist and occupational therapy assistant in that process. B.4.6. Interpret criterion-referenced and norm-referenced standardized test scores on
the basis of an understanding of sampling, normative data, standard and criterion scores, reliability, and validity.
B.4.7. Consider factors that might bias assessment results, such as culture, disability status, and situational variables related to the individual and context.
B.4.8. Interpret the evaluation data in relation to accepted terminology of the profession and relevant theoretical frameworks.
B.4.9. Evaluate appropriateness and discuss mechanisms for referring clients for additional evaluation to specialists who are internal and external to the profession.
B.4.10. Document occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services, adhering to the requirements of applicable facility, local, state, federal, and reimbursement agencies. Documentation must effectively communicate the need and rationale for occupational therapy services.
B.4.11. (No related Standard)
B.5.0. INTERVENTION PLAN: FORMULATION AND IMPLEMENTATION The process of formulation and implementation of the therapeutic
